Abstract
Introduction: Bioethics education for epidemiologists has a favorable impact on the health of communities, contributes to ethical decision making and helps promote equitable health outcomes for all populations. Objective: to identify the SR social representations of bioethics in students of the epidemiology specialization of a university in Pereira Risaralda, Colombia. Method: qualitative study from the theoretical approach of cognitive anthropology by means of processual, prototypical and structural analysis of Social Representations through associative techniques: free listing and peer comparison questionnaire to consolidate the content, organization and graphic representation of the SRs of 17 students of the specialization in epidemiology. Results: For the participants, SR on Bioethics revolves around ethics for life and respect for human rights in its central core; the aspects that establish the peripheral elements of the representation are constituted by principles, morals, equity, respect and norms. Conclusions: SR of bioethics in epidemiologists in training is broadly understood as a branch of ethics from a perspective of rights and respect for life.
References
Cañete R, Prior A, Brito K, Guilhem D, Novaes MR, Goodman KW. Development of an institutional curriculum in ethics and public health. Acta Bioethica. 2013; 19(2): 251-257.
Small H. The value of the humanities. 1 edition. New York: Oxford University Press, 2014.
Kottow M. La enseñanza de una bioética proximal. Rev Latinoam Bioet. 2015; 15(2): 14-25.
Celentano DD, Szklo M. Gordis Epidemiology. 6.a ed. Barcelona: Elsevier, 2019.
Garzón L. La educación en ética y bioética en ginecología y obstetricia: falencias y necesidades. Caso del programa de postgrado de Ginecología y Obstetricia de la Universidad Militar Nueva Granada en el Hospital Universitario Clínica San Rafael, Bogotá, Colombia. [Internet]. 2019.
Ochoa de Toledo M, Alvarado G. Percepciones de los estudiantes sobre el curso de Bioética para la especialidad de Biología y de Química en el IPC-UPEL. Cuad Pedagog Univ. 2020; 17(34): 112-126. doi: https://doi.org/10.29197/cpu.v17i34.401
Nascimento Silva da Rocha Marques LM, Costa Fonseca S, Corradini Milioni V, Campos Hottz Corbiceiro W. Quais são os valores morais essenciais para a formação médica? Rev Bioét [Internet]. 2020; 28(4): 693–703. doi: https://doi.org/10.1590/1983- 80422020284433
Abric JC. Prácticas sociales y representaciones. Cuidad de México: Ediciones Coyoacán, 2001.
Weller SC, Romney AK. Systematic data collection. Newbury Park: Sage Editorial; 1998.
Fernández-Chaves F. El análisis de contenido como ayuda metodológica para la investigación. Rev Ciencias Social (Cr). 2002; 2(96).
Smith JJ. Using ANTHOPAC 3.5 and a spreadsheet to compute a free-list salience index. CAM. 1993; 5(3): 1-3: doi: https://doi.org/10.1177/152582 2X9300500301
Navarro Carrascal ÓE. Representación social de la evaluación en estudiantes universitarios. REVEYP [Internet]. 2011; 21(50): 141-153.
Ruiz Pérez JI, Ponce de León Díaz E, Herrera AN, Jiménez Ávila H, Medellín-Lozano E. Avances en medición y evaluación de psicología y educación: cinco lecturas selectas. Vol. 3. Bogotá: Universidad del Bosque; 2001.
Flick U. Introducción a la investigación cualitativa. 2.a ed. Madrid: Morata; 2007.
Chadwick R, Wilson D. The emergence and development of bioethics in the Uk. Med Law Rev. 2018; 26(2): 183-201. doi: 10.1093/medlaw/fwy011
Beckwith F, Thornton AK. Moral status and the architects of principlism. J Med Philos. 2020; 45(4- 5): 504–520. doi: https://doi.org/10.1093/jmp/ jhaa019
Walker RL. The unfinished business of respect for Autonomy: Persons, relationships, and nonhuman animals. J Med Philos. 2020; 45(4-5): 521-539. doi: 10.1093/jmp/jhaa016
Veatch RM. Reconciling lists of principles in Bioethics. J Med Philos. 2020; 45(4-5): 540-559. doi: 10.1093/jmp/jhaa017
Benatar D. Bioethics and health and human rights: a critical view. J Med Ethics. 2006; 32(1): 17-20. doi: 10.1136/jme.2005.011775
Kerasidou A, Parker M. Does science need bioethicists? Ethics and science collaboration in biomedical research. Res Ethics. 2014; 10(4): 214- 226. doi: 10.1177/1747016114554252
Riklikiene O, Karosas L, Kaseliene S. General and professional values of student nurses and nurse educators. J Adv Nurs. 2018; 74(3): 666-676. doi: 10.1111/jan.13473
Mendieta-Izquierdo G, Yate-Arévalo A, Torres- López T. Representaciones sociales de bioética y ética en estudiantes de medicina. Educación Médica Superior. 2021; 35(4).
Feder KJ, Chao SK, Vercler CJ, Shuman AG, Firn JI. A Pre-doctoral clinical ethics fellowship for medical students. J Clin Ethics. 2021; 32(2): 165-172.
Wolf SM. What has Covid-19 exposed in Bioethics? Four myths. Hastings Cent Rep. 2021; 51(3): 3-4. doi: 10.1002/hast.1254
Moazam F, Jafarey A. Realigning Pakistan’s Bioethics Center during Covid-19. Hastings Cent Rep. 2020; 50(3): 8-9. doi: 10.1002/hast.1120
Tollefsen C. Acknowledging the body: The challenge for public bioethics. Am J Jurisprudence. 2021; 66(1): 163–174. doi: https://doi.org/10.1093/ ajj/auab003
Ives J, Dunn M. Who’s Arguing? A call for reflexivity in bioethics. Bioethics. 2010; 24(5): 256- 265. doi: 10.1111/j.1467-8519.2010.01809.x
Hossain N. Teaching Bioethics: just a passing fad? Ind J Med Ethics. 2018; 3(3): 247. doi: 10.20529/ IJME.2018.016
OPS (Organización Panamericana de la Salud). Pautas éticas internacionales para la investigación relacionada con la salud con seres humanos. OPS; 2017. Disponible en: https://iris.paho.org/ handle/10665.2/34457
UNESCO. Declaración universal sobre Bioética y Derechos Humanos: UNESCO. 2005. Disponible en: Disponible en: https://www.unesco.org/en/legal-affairs/universal-declaration-bioethics-and-human-rights
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2023 Giovane Mendieta-Izquierdo, María del Pilar Gómez-González , Alexis Chávez-Díaz